RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.
RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Instructional Strategy: 3-2-1 Summary Using Bloom’s Taxonomy (Dodge, 2009) 1. Have students use a 3-2-1 model to summarize the text. 2. “Provide 3”… facts, examples, reasons, qualities, etc. (Knowledge/Comprehension level thinking) 3. “Provide 2”… comparisons, sequential steps, connections, applications, parts, etc. (Application/Analysis level thinking) 4. “Provide 1”… creation, evaluation, alternative solutions, etc. (Synthesis/Evaluation level thinking).
In order for students to demonstrate application of the reading standard, they need to use specific evidence from the text. Encourage them to use direct quotes to support their summary and interpretation.
Dodge, J. (2009). 25 quick formative assessments for a differentiated classroom. New York: Scholastic.
Instructional Strategy: Noting What I’ve Learned (adapted from Dodge, 2009) 1. Decide how many main points you want students to identify. Set up students’ papers with a box and three lines for EACH main point. 2. In the box, students will illustrate the main idea, question, or key word from the sections of text that they are reading. 3. On the lines, students can write different things, depending upon what you want to emphasize from the reading. For example, they can list examples from that section of text. They can list their prior knowledge BEFORE they read. They can identify questions about the section that they have read. They can identify one FACT, one OPINION, and one CONCLUSION from that section of text. Decide what you want to emphasize with the reading and adapt the note-taking/reflection guide based upon your intent and teaching strategy.
Dodge, J. (2009). 25 quick formative assessments for a differentiated classroom. New York: Scholastic.
Instructional Strategy: “Textual Collage” (Ginni Fair, 2011) 1. Prompt students with a question BEFORE they read. This question should be open ended enough that students can read one or more fairly short texts to help them answer the question. They may have different responses to the question, and the question should force students to draw a conclusion or to think at high levels. Have the students write the question at the TOP of their paper. 2. After students read, they should ANSWER the question in a 2-3 sentence response. This response goes in the CENTER of the page. 3. Have students draw at least five extensions or “arms” (like a web) out from the center response. At the end of those “arms,” have students write the EXACT statements from the text that supports the conclusions that they have drawn. This teaches students to use direct evidence from the text instead of just depending on their own opinions.
Noting What I've Learned (adapted from Dodge, 2009)
*Dodge, J. (2009). 25 quick formative assessments for a differentiated classroom. New York: Scholastic. 1. Remind your students to look at the title, the headings, and the pictures of the article. Ask them to predict what the article might be about. 2. Point out that the article is divided into sections Distribute the worksheet and point out that students will be taking notes on the first sections. 3. The first time you do the activity with the students, do the first section together. Students need to illustrate something from the first section that sums up the main idea. On the side, the student will write 2 FACTS from this section and then a conclusion. The conclusion should be a complete sentence. Explain how writers – and readers – use facts to draw conclusions. When we read articles like this, it’s important to separate the details from the conclusions in order to determine if the conclusions are appropriate. 4. Allow students to read and complete the following sections of notes on their own. 5. Prompt students to use their conclusion sentences for each of the sections to write a summary paragraph. This paragraph should be written in complete sentences. 6. Use students’ work to facilitate small group/whole class discussions.
Main Idea Formula (adapted from Zwiers, 2004)
*Zwiers, J. (2004). Building reading comprehension habits in grades 6-12. Newark: International Reading Association. 1. Talk with students about why it’s important to recognize the main idea in a text. 2. Explain the parts of a main idea formula: Topic + What is said about the topic (i.e., the evidence) + Purpose = Main Idea. Use an example from a previously read text or from a movie that many of the students have seen to work through the process together. 3. Explain how the main idea may change during reading (especially with a longer text). It is helpful to do the main idea formula a few times in a longer text. 4. Look at the provided text. Look at the title and think about what it suggests about the author’s topic and purpose. Look through the headings. Notice the text purpose. Is it argumentative, informational, or narrative? 5. (The first time you do this activity, it would be helpful to do steps 5-8 together.) Just by looking at the features of the text, ask students to write a hypothesis main idea, using the formula. Identify the Topic + What is said about the topic + Purpose = Main Idea. Sketch out this equation, filling it in with the first impressions from the initial review of the article. Some students may share their predictions with the class. 6. Remind students that as they read, they should look for important information or evidence from the text. They might mark their articles as they read if they find something that supports or contradicts their prediction. They may also notice repeated words or signal words or phrases as they read. 7. Have students read the text and then to write out the equation. Their Main Idea should be written as a complete sentence. (This activity gets more challenging with lengthier or more complex texts.) 8. Students should re-read their main idea to verify if it captures the overall main idea of the entire text. 9. Use students’ responses to generate small group/whole class discussions.
Evidence Gathering - Think and Sort 1. Choose 8-10 statements about the topic in the text that students will be reading. Cut the quotes into strips and put them into an envelope. 2. Put students in small groups, with each group having an envelope of quotes. The group members should pass around the quotes at their tables so that everyone in the group reads each one. As a group, the students predict what the main idea is going to be. The students should write down their main idea prediction as a sentence on a sheet of paper. 3. As the teacher, read the first few paragraphs aloud to the students. Have them identify the topic sentence, which suggests the main idea. Students should go back to their predictions and make updates as needed. 4. Talk with students about what kind of evidence is appropriate for this type of text (e.g., facts, statistics, examples, some quotes from experts, etc.) Also have them think about what type of supportive details may not be appropriate evidence (e.g., assumptions, opinions, unsubstantiated conclusions, irrelevant details, etc.) 5. Students should then read through the text, looking for evidence that supports the main idea. They might mark on their texts (or use sticky notes) as they see examples of good – or weak – evidence. 6. Students should go back to their envelope of quotes. They should sort them into two groups: examples of STRONG evidence and examples of WEAK evidence. They should tape/glue the STRONG evidence on the side of their paper where the main idea is indicated, adding any other details from the reading that support that main idea. They should tape/glue the examples of WEAK evidence to the back, adding details to this side as needed. 7. Have students discuss with other groups about their determinations. Did they agree on the STRONG and WEAK evidence? Discuss as a class: what makes evidence strong? Did this article support the main idea with appropriate evidence? 8. Students should conclude by writing a 5 sentence paragraph: topic sentence (their own opinion on the issue), Reason #1, Reason #2, Reason#2, conclusion sentence (the implications of believing/not believing in the stated opinion.) (The first time you use this strategy, you may need to do the entire process with the students.)
Instructional Strategy: 3-2-1 Summary Using Bloom’s Taxonomy (Dodge, 2009)
1. Have students use a 3-2-1 model to summarize the text.
2. “Provide 3”… facts, examples, reasons, qualities, etc. (Knowledge/Comprehension level thinking)
3. “Provide 2”… comparisons, sequential steps, connections, applications, parts, etc. (Application/Analysis level thinking)
4. “Provide 1”… creation, evaluation, alternative solutions, etc. (Synthesis/Evaluation level thinking).
- In order for students to demonstrate application of the reading standard, they need to use specific evidence from the text. Encourage them to use direct quotes to support their summary and interpretation.
Dodge, J. (2009). 25 quick formative assessments for a differentiated classroom. New York: Scholastic.Instructional Strategy: Noting What I’ve Learned (adapted from Dodge, 2009)
1. Decide how many main points you want students to identify. Set up students’ papers with a box and three lines for EACH main point.
2. In the box, students will illustrate the main idea, question, or key word from the sections of text that they are reading.
3. On the lines, students can write different things, depending upon what you want to emphasize from the reading. For example, they can list examples from that section of text. They can list their prior knowledge BEFORE they read. They can identify questions about the section that they have read. They can identify one FACT, one OPINION, and one CONCLUSION from that section of text. Decide what you want to emphasize with the reading and adapt the note-taking/reflection guide based upon your intent and teaching strategy.
Dodge, J. (2009). 25 quick formative assessments for a differentiated classroom. New York: Scholastic.
Instructional Strategy: “Textual Collage” (Ginni Fair, 2011)
1. Prompt students with a question BEFORE they read. This question should be open ended enough that students can read one or more fairly short texts to help them answer the question. They may have different responses to the question, and the question should force students to draw a conclusion or to think at high levels. Have the students write the question at the TOP of their paper.
2. After students read, they should ANSWER the question in a 2-3 sentence response. This response goes in the CENTER of the page. 3. Have students draw at least five extensions or “arms” (like a web) out from the center response. At the end of those “arms,” have students write the EXACT statements from the text that supports the conclusions that they have drawn. This teaches students to use direct evidence from the text instead of just depending on their own opinions.
Noting What I've Learned (adapted from Dodge, 2009)
*Dodge, J. (2009). 25 quick formative assessments for a differentiated classroom. New York: Scholastic.
1. Remind your students to look at the title, the headings, and the pictures of the article. Ask them to predict what the article might be about.
2. Point out that the article is divided into sections Distribute the worksheet and point out that students will be taking notes on the first sections.
3. The first time you do the activity with the students, do the first section together. Students need to illustrate something from the first section that sums up the main idea. On the side, the student will write 2 FACTS from this section and then a conclusion. The conclusion should be a complete sentence. Explain how writers – and readers – use facts to draw conclusions. When we read articles like this, it’s important to separate the details from the conclusions in order to determine if the conclusions are appropriate.
4. Allow students to read and complete the following sections of notes on their own.
5. Prompt students to use their conclusion sentences for each of the sections to write a summary paragraph. This paragraph should be written in complete sentences.
6. Use students’ work to facilitate small group/whole class discussions.
Main Idea Formula (adapted from Zwiers, 2004)
*Zwiers, J. (2004). Building reading comprehension habits in grades 6-12. Newark: International Reading Association.
1. Talk with students about why it’s important to recognize the main idea in a text.
2. Explain the parts of a main idea formula: Topic + What is said about the topic (i.e., the evidence) + Purpose = Main Idea. Use an example from a previously read text or from a movie that many of the students have seen to work through the process together.
3. Explain how the main idea may change during reading (especially with a longer text). It is helpful to do the main idea formula a few times in a longer text.
4. Look at the provided text. Look at the title and think about what it suggests about the author’s topic and purpose. Look through the headings. Notice the text purpose. Is it argumentative, informational, or narrative?
5. (The first time you do this activity, it would be helpful to do steps 5-8 together.) Just by looking at the features of the text, ask students to write a hypothesis main idea, using the formula. Identify the Topic + What is said about the topic + Purpose = Main Idea. Sketch out this equation, filling it in with the first impressions from the initial review of the article. Some students may share their predictions with the class.
6. Remind students that as they read, they should look for important information or evidence from the text. They might mark their articles as they read if they find something that supports or contradicts their prediction. They may also notice repeated words or signal words or phrases as they read.
7. Have students read the text and then to write out the equation. Their Main Idea should be written as a complete sentence. (This activity gets more challenging with lengthier or more complex texts.)
8. Students should re-read their main idea to verify if it captures the overall main idea of the entire text.
9. Use students’ responses to generate small group/whole class discussions.
Evidence Gathering - Think and Sort
1. Choose 8-10 statements about the topic in the text that students will be reading. Cut the quotes into strips and put them into an envelope.
2. Put students in small groups, with each group having an envelope of quotes. The group members should pass around the quotes at their tables so that everyone in the group reads each one. As a group, the students predict what the main idea is going to be. The students should write down their main idea prediction as a sentence on a sheet of paper.
3. As the teacher, read the first few paragraphs aloud to the students. Have them identify the topic sentence, which suggests the main idea. Students should go back to their predictions and make updates as needed.
4. Talk with students about what kind of evidence is appropriate for this type of text (e.g., facts, statistics, examples, some quotes from experts, etc.) Also have them think about what type of supportive details may not be appropriate evidence (e.g., assumptions, opinions, unsubstantiated conclusions, irrelevant details, etc.)
5. Students should then read through the text, looking for evidence that supports the main idea. They might mark on their texts (or use sticky notes) as they see examples of good – or weak – evidence.
6. Students should go back to their envelope of quotes. They should sort them into two groups: examples of STRONG evidence and examples of WEAK evidence. They should tape/glue the STRONG evidence on the side of their paper where the main idea is indicated, adding any other details from the reading that support that main idea. They should tape/glue the examples of WEAK evidence to the back, adding details to this side as needed.
7. Have students discuss with other groups about their determinations. Did they agree on the STRONG and WEAK evidence? Discuss as a class: what makes evidence strong? Did this article support the main idea with appropriate evidence?
8. Students should conclude by writing a 5 sentence paragraph: topic sentence (their own opinion on the issue), Reason #1, Reason #2, Reason#2, conclusion sentence (the implications of believing/not believing in the stated opinion.) (The first time you use this strategy, you may need to do the entire process with the students.)